The paper describes a matrix theory course that was taught using Problem-Solving before Instruction (PS-I) pedagogy. At the beginning of each course week, homework was explained but not solved. The homeworks were due by the end of the week and the next class session included a discussion of the solutions. We describe the impact of PS-I by analyzing examination grades and a student survey. We found that while students felt PS-I increased their workload compared to other courses, they also felt it promoted their understanding of the learned material. We discuss our findings in relation to prior works on PS-I.
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Berman et al. (2024) studied this question.
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